Thematische Bibliographien / Interactive multimedia

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Interactive multimedia“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Interactive multimedia"

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Perceval-Verde, José-María, und Santiago Tejedor-Calvo. „The interactive multimedia story“. Comunicar 13, Nr. 26 (01.03.2006): 177–82. http://dx.doi.org/10.3916/c26-2006-27.

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In this article we reflect upon the educational possibilities of interactive multimedia stories. After analysing the origins and the evolution of stories, we studied the innovations introduced by the multimedia convergence, the hypertext and interactivity in stories with educational objectives within the Information Society. We are also presenting an interactive multimedia story project developed by the Master of Communication and Education at the UAB. En el marco del presente artículo se reflexiona sobre las posibilidades educativas del cuento multimedia interactivo. En este sentido y tras analizar los orígenes y evolución del cuento, se estudian las novedades que la hipertextualidad, interactividad y convergencia multimedia introducen en la creación de historias ideadas con una finalidad educativa en el marco de la Sociedad de la Información. Del mismo modo, se presenta un proyecto de cuento multimedia interactivo desarrollado en el Máster de Comunicación y Educación de la Universidad Autónoma de Barcelona.
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Barbee, David E., und Ronnie B. Lowenstein. „Interactive Multimedia“. Information Resources Management Journal 6, Nr. 4 (Oktober 1993): 4–14. http://dx.doi.org/10.4018/irmj.1993100101.

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Green, Lelia. „Interactive Multimedia“. Media International Australia 81, Nr. 1 (August 1996): 11–20. http://dx.doi.org/10.1177/1329878x9608100104.

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Pedersen, Hans‐J⊘rn. „Multimedia ‐‐ interactive media“. Educational Media International 30, Nr. 4 (Dezember 1993): 219–20. http://dx.doi.org/10.1080/0952398930300407.

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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall und John Motil. „Interactive multimedia pedagogies“. ACM SIGCSE Bulletin 28, SI (02.06.1996): 182–91. http://dx.doi.org/10.1145/237477.237646.

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Matthews, Paul, und Judith Aston. „Interactive multimedia ethnography“. Journal on Computing and Cultural Heritage 5, Nr. 4 (Dezember 2012): 1–13. http://dx.doi.org/10.1145/2399180.2399182.

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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall und John Motil. „Interactive multimedia pedagogies“. ACM SIGCUE Outlook 24, Nr. 1-3 (Januar 1996): 182–91. http://dx.doi.org/10.1145/1013718.237646.

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Wang, Meng, Jinhui Tang, Xian-Sheng Hua und Tat-Seng Chua. „Interactive multimedia computing“. Multimedia Systems 17, Nr. 5 (07.12.2010): 365–66. http://dx.doi.org/10.1007/s00530-010-0222-9.

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Whitham, Charles Lamont. „Interactive multimedia book“. Journal of the Acoustical Society of America 120, Nr. 5 (2006): 2415. http://dx.doi.org/10.1121/1.2395165.

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Jones-Garmil, Katherine. „Interactive multimedia review“. Archives and Museum Informatics 8, Nr. 2 (Juni 1994): 170–73. http://dx.doi.org/10.1007/bf02770329.

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Dissertationen zum Thema "Interactive multimedia"

1

Celerier, Jean-Michael. „Authoring interactive media : a logical & temporal approach“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0037/document.

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La question de la conception de médias interactifs s'est posée dès l'apparition d'ordinateurs ayant des capacités audio-visuelles. Un thème récurrent est la question de la spécification temporelle d'objets multimédia interactifs : comment peut-on créer des présentations multimédia dont le déroulé prend en compte des événements extérieurs au système.Ce problème rejoint un autre champ d'application, qui est celui de la musique et plus spécifiquement des partitions interactives : des pièces musicales dont l'interprétation pourra varier dans le temps en fonction d'indications données par la partition.Dans les deux cas, il est nécessaire de spécifier les médias et données musicales qui seront orchestrées par le système. C'est le sujet de la première partie de cette thèse, qui présente un modèle adapté pour la conception d'applications multimédia permettant de répondre à des problématiques d'accès réparti et de contrôle à distance, ainsi que de documentation.Une fois ce modèle défini, on construit en s'inspirant des systèmes à flots de donnée courants dans les environnements adaptés à la musique en temps réel un environnement de calcul permettant de contrôler les paramètres des applications définies précédemment, ainsi que de générer des entrées & sorties sous forme audio-visuelle. En particulier, une notion d'environnement permanent dans ce modèle de données est introduite. Elle simplifie certains cas d'usages courants en informatique musicale, et améliore les performances par rapport à une solution uniquement basée sur de la communication entre nœuds explicites du système.Enfin, une structure de graphe temporel est introduite : elle permet de définir les parties du graphe de données qui vont être actives à un instant donné d'une partition interactive. En particulier, les connections entre objets du graphe de données sont étudiées dans le cadre de déroulements synchrones et différés.Un langage d'édition visuel est introduit pour l'écriture de scénarios dans un modèle graphique réunissant les éléments introduits précédemment.La structure temporelle est par la suite étudiée sous l'axe de la répartition. On montre notamment qu'il est possible d'acquérir un pouvoir expressif supplémentaire en supposant une exécution concurrente de certains objets de la structure temporelle.Enfin, on présente comment le système permet de recréer nombre de systèmes musicaux existants : séquenceurs, live-loopers, et patchers, ainsi que les nouveaux types de comportements multimédias rendus possibles
Interactive media design is a field which has been researched as soon as computers started showing audio-visual capabilities. A common research theme is the temporal specification of interactive media objects: how is it possible to create multimedia presentations whose schedule takes into account events external to the system.This problem is shared with another research field, which is interactive music and more precisely interactive scores. That is, musical works whose performance will evolve in time according to a given score.In both cases, it is necessary to specify the medias and musical data orchestrated by the system: this is the subject of the first part of this thesis, which presents a model tailored for the design of multimedia applications. This model allows to simplify distributed access and remote control questions, and solves documentation-related problems.Once this model has been defined, we construct by inspiration with well-known data-flow systems used in music programming, a computation structure able to control and orchestrate the applications defined previously, as well as handling audio-visual data input and output.Specifically, a notion of permanent environment is introduced in the data-flow model: it simplifies multiple use cases common when authoring interactive media and music, and improves performance when comparing to a purely node-based approach.Finally, a temporal graph structure is presented: it allows to score parts of the data graph in time. Especially, nodes of the data graph are studied in the context of both synchronous and delayed cases.A visual edition language is introduced to allow for authoring of interactive scores in a graphical model which unites the previously introduced elements.The temporal structure is then studied from the distribution point of view: we show in particular that it is possible to earn an additional expressive power by supposing a concurrent execution of specific objects of the temporal structure.Finally, we expose how the system is able to recreate multiple existing media systems: sequencers, live-loopers, patchers, as well as new multimedia behaviours
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Fenley, Sue. „Navigational patterns in interactive multimedia“. Thesis, Open University, 2006. http://oro.open.ac.uk/56471/.

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The central purpose of this thesis is to investigate whether users have distinct preferences for specific navigational patterns in multimedia: that is preferences for moving through multimedia. Subsidiary questions are whether users have preferences for working strategies, (the mental approach to investigating software) whether these preferences are similar for specific groups and whether these preferences are affected by the software's system and navigational design. Four groups were investigated within two ranges: children to adults, and novices to experts. The literature review revealed four different perspectives of investigating navigation: user, designer, pedagogy and human computer interaction and although this research concentrates on the first two perspectives the other two are integral and of equal importance. Two empirical studies elicited the navigational information. The first studied pairs of children undertaking set tasks in multimedia, and demonstrated that although each pair had definite preferences, each group did not utilise the full pattern range discerned from the observations, literature review and multimedia package analysis. The second study was redesigned using individual adults to ascertain the full range of preferred patterns in use. The essential element from the investigations was the wide range of variation between individuals and within groups. There was a gradual progression in their range and speed using these patterns, related to their skills, abilities and experience, and each individual could be placed along a continuum. Topologies of the multimedia packages and diagrams of the fit of the navigation patterns were included. Finally an expert panel was convened to verify the pattern range and their comments supported the new classification. The research outcomes included navigational patterns and working strategies classifications, future techniques for designers, and user methods. These will create more successful and informed multimedia, and forward developments and improvements in the design of high quality user preference software.
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Lopes, Rui Jorge H. C. „New platforms for interactive multimedia services“. Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431458.

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Herrington, Janice A. „Authentic learning in interactive multimedia environments“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.

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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Almeroth, Kevin C. „Support for efficient, scalable delivery of interactive multimedia services“. Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/12369.

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Asawadechsakdi, Wilai. „Interactive origami /“. Online version of thesis, 1992. http://hdl.handle.net/1850/11636.

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Shan, Yeung M. „The beauty of multimedia /“. Online version of thesis, 1991. http://hdl.handle.net/1850/11301.

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Brown, Brian Wayne. „Interactive versus non-interactive platforms for teaching plant morphology“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/BROWN_BRIAN_48.pdf.

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Harvey, Darren S. „Interactive multimedia for classroom and web use“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA362548.

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Thesis (M.S. in Electrical Engineering) Naval Postgraduate School, March 1999.
Thesis advisor(s): Jon T. Butler. "March 1999". Includes bibliographical references (p. 157-158). Also available online.
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Pleuss, Andreas. „Model-Driven Development of Interactive Multimedia Applications“. Diss., lmu, 2009. http://nbn-resolving.de/urn:nbn:de:bvb:19-114969.

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Bücher zum Thema "Interactive multimedia"

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1952-, Syed Mahbubur Rahman, Hrsg. Interactive multimedia systems. Hershey: IRM Press, 2002.

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programme), IMPACT (EC research, und Commission of the European Communities. Directorate-General for Telecommunications, Information Market and Exploitation of Research., Hrsg. Interactive multimedia projects. [Luxembourg?]: European Commission, Directorate-General for Telecommunications, Information Market and Exploitation of Research, 1994.

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El Saddik, Abdulmotaleb. Interactive Multimedia Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2.

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Konert, Johannes. Interactive Multimedia Learning. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10256-6.

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R, Misanchuk Earl, Hrsg. Interactive multimedia instruction. Englewood Cliffs, N.J: Educational Technology Publications, 1993.

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Luther, Arch C. Designing interactive multimedia. New York: Intertext Publications, 1992.

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Luther, Arch C. Authoring interactive multimedia. Boston: AP Professional, 1994.

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Interactive Multimedia and Videoconferencing Workshop (1995 University of East London). Interactive multimedia for engineering education: Interactive Multimedia and Videoconferencing Workshop ... London: University of East London, Department of Manufacturing Engineering and Design, 1995.

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Giardina, Max, Hrsg. Interactive Multimedia Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9.

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Shepherd, Doug, Joe Finney, Laurent Mathy und Nicholas Race, Hrsg. Interactive Distributed Multimedia Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-44763-6.

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Buchteile zum Thema "Interactive multimedia"

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Rada, Roy. „Multimedia“. In Interactive Media, 48–70. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4612-4226-0_4.

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Dunham, Richard Scott. „Interactive Graphics“. In Multimedia Reporting, 283–314. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6163-0_11.

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Ward, Peter, und Farath Arshad. „Interactive Multimedia Information Systems for Education“. In Multimedia, 337–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77331-0_24.

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Kientz, Julie A., Matthew S. Goodwin, Gillian R. Hayes und Gregory D. Abowd. „Video and Multimedia“. In Interactive Technologies for Autism, 33–46. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-031-01595-3_4.

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El Saddik, Abdulmotaleb. „Introduction“. In Interactive Multimedia Learning, 1–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_1.

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El Saddik, Abdulmotaleb. „Visualization and Animation in Education“. In Interactive Multimedia Learning, 7–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_2.

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El Saddik, Abdulmotaleb. „Reusable Instructional Visualization Modules“. In Interactive Multimedia Learning, 27–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_3.

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El Saddik, Abdulmotaleb. „Multibook: The Personal Multimedia Book“. In Interactive Multimedia Learning, 61–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_4.

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El Saddik, Abdulmotaleb. „Collaborative Use of Instructional Visualizations“. In Interactive Multimedia Learning, 101–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_5.

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El Saddik, Abdulmotaleb. „Conclusions and Outlook“. In Interactive Multimedia Learning, 133–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_6.

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Konferenzberichte zum Thema "Interactive multimedia"

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Kerr, G. W. „Interactive multimedia services“. In 6th International Conference on Image Processing and its Applications. IEE, 1997. http://dx.doi.org/10.1049/cp:19970843.

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Baldi, M. „Interactive multimedia networking“. In 2005 Proceedings of the 8th International Conference on Telecommunications. IEEE, 2005. http://dx.doi.org/10.1109/contel.2005.185988.

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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall und John Motil. „Interactive multimedia pedagogies“. In the 1st conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/237466.237646.

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Goularte, Rudinei, Renan G. Cattelan, Jos� A. Camacho-Guerrero, Valter R. In�cio und Maria da Gra�a C. Pimentel. „Interactive multimedia annotations“. In the 2004 ACM symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1030397.1030414.

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Vazirgiannis, M., I. Stamati, M. Trafalis und M. Hatzopoulos. „Interactive multimedia scenario“. In the 1998 ACM symposium. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/330560.330860.

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Scarlatos, Lori L., Rudolph P. Darken, Komei Harada, Carrie Heeter, Richard Muller und Ben Shneiderman. „Designing interactive multimedia (panel)“. In the fifth ACM international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266180.266370.

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Iskin, Ruth E., Mikki Halpin, Michael Nash, George Legrady und Rodney Alan Greenblat. „Interactive multimedia (panel session)“. In the 22nd annual conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/218380.218515.

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Hepting, Daryl H., David Gerhard und Joel Rathgaber. „Realtime interactive multimedia performance“. In ACM SIGGRAPH 2005 Posters. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1186954.1186977.

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Shae, Zon-Yin, Xiping Wang und Juerg von Kaenel. „Transactional interactive multimedia banner“. In Visual Communications and Image Processing 2000, herausgegeben von King N. Ngan, Thomas Sikora und Ming-Ting Sun. SPIE, 2000. http://dx.doi.org/10.1117/12.386664.

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Dal Mas, Massimiliano. „Intelligent interactive multimedia system“. In the 3rd International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2479787.2479829.

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Berichte der Organisationen zum Thema "Interactive multimedia"

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Wenzel, Brenda M. Interactive Multimedia Courseware Developed by Instructors. Fort Belvoir, VA: Defense Technical Information Center, Juli 2001. http://dx.doi.org/10.21236/ada481556.

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Wenzel, B. M. Training Instructors to Develop Interactive Multimedia Courseware. Fort Belvoir, VA: Defense Technical Information Center, Juli 2001. http://dx.doi.org/10.21236/ada490957.

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Evans, Jeffrey A., Joseph J. Briggs, Chad McAllister und Donald Miller. ICARUS - Interactive Multimedia Presentation System (I-Impress). Fort Belvoir, VA: Defense Technical Information Center, März 1996. http://dx.doi.org/10.21236/ada307182.

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Goodwin, Gregory A., und Paul N. Blankenbeckler. Enhancing Digital Skills Training: Interactive Multimedia Instruction. Fort Belvoir, VA: Defense Technical Information Center, Mai 2012. http://dx.doi.org/10.21236/ada586612.

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Bossi, Richard H., und Robert J. Kruse. Interactive Multimedia Presentation for Applied Computer Tomography: Impact. Fort Belvoir, VA: Defense Technical Information Center, Juni 1994. http://dx.doi.org/10.21236/ada291955.

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Blankenbeckler, Paul N., Thomas R. Graves und Richard L. Wampler. Designing Interactive Multimedia Instruction to Address Soldiers' Learning Needs. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2014. http://dx.doi.org/10.21236/ada616380.

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Ainsworth, Paul, und Svetlana Kryukova. A Multimedia Interactive Environment Using Program Archetypes: Divide-and-Conquer. Fort Belvoir, VA: Defense Technical Information Center, Januar 2006. http://dx.doi.org/10.21236/ada443259.

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Kolodner, Janet, und Mimi Recker. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada337686.

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9

Jack Sculley. Interactive Multimedia Software on Fundamental Particles and Forces. Final Technical Report. Office of Scientific and Technical Information (OSTI), April 1999. http://dx.doi.org/10.2172/755964.

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10

Blankenbeckler, Paul N., Thomas R. Graves und Richard L. Wampler. Addressing Point of Need in Interactive Multimedia Instruction: A Conceptual Review and Evaluation. Fort Belvoir, VA: Defense Technical Information Center, November 2013. http://dx.doi.org/10.21236/ada593946.

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